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|Title: ||Reading on the ACT College Entrance Exam: What can we learn from students' practice test performance?|
|Authors: ||Matthews, Rachel|
|Keywords: ||ACT reading test|
|Issue Date: ||2010|
|Publisher: ||Vanderbilt University. Peabody College|
|???metadata.dc.subject.lcsh???: ||Universities and colleges -- Entrance examinations|
American College Testing Program
English language -- Examinations, questions, etc.
Reading (Secondary) -- Ability testing -- United States
|Abstract: ||This study investigated students' strengths and weaknesses on the ACT reading subtest. The study focused on how the existing curriculum of a school might be enhanced to promote students' performance on the assessment. The study addressed four domains of education: learners, learning context, curriculum, and assessment. The participants in the study were 21 African American, 12th grade students who lived in a small, rural Delta town and attended a high-performing charter school. Students in the study took a practice ACT examination, and item performance was analyzed to determine trends. Based on this analysis, curriculum suggestions included support for reading comprehension; instruction of question-answer relationships, questioning the author, and text structure; and intensive vocabulary support.|
|Description: ||Teaching and Learning Department capstone project|
|Appears in Collections:||Teaching & Learning Capstone Projects|
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